The Differential Effects of Corrective Feedback Before and After Explicit Instruction

dc.contributor.author	Noda, Kazuyo
dc.date.accessioned	2011-06-09T21:43:51Z
dc.date.available	2011-06-09T21:43:51Z
dc.date.issued	2010
dc.description.abstract	This study investigates the effect of prompts and recasts, according to two learning stages: One before explicit instruction, and the other after explicit instruction. On two occasions, individual students participated in communicative tasks during dyadic interaction with the researcher, and were provided with feedback in the form of either prompts or recasts. The tasks were designed to provide contexts where use of the targeted English prepositions was obligatory. Between the tasks, explicit instruction was offered to each participant, and soon after the tasks, the knowledge of the prepositions was tested through post-test (1) and post-test (2). Results showed that recasts benefited participants more than prompts in the early stage, and prompts benefited participants more than recasts in the later stage. The careful examination of the results, however, is necessary to understand the study.
dc.format.extent	32 pages
dc.identifier.uri	http://hdl.handle.net/10125/20257
dc.subject	recast
dc.subject	explicit instruction
dc.subject	feedback
dc.subject	prompts
dc.subject	dyad interaction
dc.title	The Differential Effects of Corrective Feedback Before and After Explicit Instruction

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